2026-04-17T17:23:16Zhttps://recercat.cat/oai/request

oai:recercat.cat:10230/563992025-12-26T11:24:46Zcom_2072_6col_2072_452952

00925njm 22002777a 4500 dc Albó, Laia author Stylianidou, Nayia author Chalatsis, Xenofon author Dieckmann, Max author Hernández Leo, Davinia author 2023-04-03T06:20:22Z 2023-04-03T06:20:22Z 2021 Comunicació presentada a 16th European Conference on Technology Enhanced Learning (EC-TEL 2021), celebrat del 20 al 24 de setembre de 2021 de manera virtual. Voice inclusive pedagogy urges teachers to consider how they will act to incorporate children’s voices within their teaching practice. In blended learning environments, students’ views in technology-enhanced classrooms are a useful source of information that is often not utilised to its full potential. This demon-stration paper presents an authoring tool that facilitates the co-design of blended learning lesson plans between teachers and students. The platform supports teachers to collect students’ voices to define the main components of a lesson plan. It has integrated an inquiry feature to gather students’ feedback during the design process throughout the definition of the learning objectives, the activities and tools, and the procedures for reflection and assessment. The authors would like to thank all members of the BLENDI project for their contributions in shaping the platform. This work has been partially funded by the EU Regional Development Fund, the National Research Agency of the Spanish Ministry of Science and Innovation and Erasmus+, under project grants TIN2017-85179-C3-3-R, PID2020-112584RB-C33, 2019-1-FI01-KA201-060881. D. Hernández-Leo (Serra Húnter) acknowledges the support by ICREA under the ICREA Academia programme. Voice Inclusive Pedagogy Blended learning Learning Design Authoring Tools Co-design Lesson planning Students’ voices Including students’ voices in the design of blended learning lesson plans